The Tale of Two Generations of Teachers: Mobile Learning Adoption Among the Younger and Older Generations of Teachers

Abstract

This study investigated the mobile learning adoption of the younger generation of teachers (YGTs) (n=33) and the older generation of teachers (OGTs) (n=35). A questionnaire was designed to identify the perspectives of the participants. Significant differences were detected regarding the perspectives of YGTs and OGTs on implementing mobile learning. Regarding the competence levels, the findings indicated that YGTs had a moderate level of competence, whereas OGTs had a low level of competence in implementing mobile learning. While the YGTs were positive about mobile learning, the OGTs were neutral or moderately positive about mobile learning. Both YGTs and OGTs regarded training on implementing mobile learning as important or very important; however, the YGTs were more positive about training than the OGTs. The perceived factors that could affect the adoption of mobile learning by teachers included cultural factors, students, teachers, and educational directors’ acceptance of mobile learning, teachers’ classroom management ability, teachers’ and students’ digital literacy levels, and training. While the OGTs were slightly confident to implement mobile learning, the YGTs seemed to be moderately confident in the implementation of mobile learning. Both the OGTs and YGTs never used or rarely used mobile learning activities for teaching different language skills and sub-skills.